Art teachers have particular difficulty in defining objective standards by which they can judge the effectiveness of their teaching. Some adaptation of research techniques may be helpful in these circumstances, especially complete recordkeeping and a system of pre- and post-testing to categorize student development. (Author/SJL)

Describes a University of Alberta course for prospective elementary art teachers, which used as its theme the International Year of the Child. (SJL)

Industrial arts teachers have a responsibility to teach students how the areas of production, communication, and energy/power influence their lives, and to generate a philosophy of technology with human survival, according to the author. He states that education for teachers and teacher educators have slighted or neglected both themes. (MF)

To have more contact with children who particularly desired her help, an itinerant art teacher set up a box in each school where students could voluntarily leave their artwork for her to comment on and return later. The week's outstanding products were displayed in the cafeteria "art gallery." (SJL)

Industrial arts educators must teach students about the dwindling supply of fossil fuels and make them aware of alternative sources of energy. (Editor/TA)

The present body of teachers of the arts represent neither the best performers in the arts, nor the best teachers in the sense of learning facilitation. This double deficit in teaching competencies was discussed with reference to the need for inservice training. (Author/RK)

Attempts to bring into clearer perspective how art teaching beliefs relate to attitudes and methodology concerning evaluation. Also shows how some common evaluation pitfalls can be avoided without compromising art learning and quality. (Author/RK)

Based on his 43-year career in industrial arts (IA) education and his close contact with industry for many years, the author offers his insights on and recommendations for improvement of industrial arts education and his perception of future challenges to IA educators. (Editor)

Art teachers learn new uses for old materials and how to escape stereotypes by providing fresh ideas for learning. Describes a "Playshop" for elementary school teachers as part of a Community Arts Enrichment Program. (Author/RK)

Presents the methodology and findings of a survey to determine the extent to which industrial arts teachers in Alberta, Canada, feel they are adequately prepared to teach in various technical areas at the junior and senior high levels. (Editor)

Focuses on the importance of preparing teachers to be culturally competent art educators, addresses the qualities of a culturally competent teacher, delineates Mazrui's seven functions of culture, and explores how to comprehend multicultural practice. Discusses how teachers can acquire cultural knowledge through literature, films and videos, and…

Describes how high school students interested in pursuing a career in art can have their work evaluated by portfolio examiners from the admissions offices of art schools. Suggests that art teachers should make more use of these occasions by accompanying students and preparing them to accept criticism. (KM)

States that the critical work for art educators will continue to be curriculum development and implementation. Claims that an emergent issue for art education is a community-relevant, developmentally appropriate curriculum. Discusses issues facing curriculum developers and outlines criteria for the art education curriculum. (GG)

Advocates the development of community college programs to train professional artists. Considers the following elements important to program success: a faculty of working artists, a studio-based curriculum, adequate facilities, enrichment activities, and an open atmosphere. (DMM)

Describes how technology teachers can work with elementary school teachers to enable the latter to teach technology education in the elementary classroom. Focuses on selecting and organizing content and activities. (CH)